Class Group Research Articles

THE ASSOCIATION BETWEEN SERUM SOLUBLE ST2 CONCENTRATION AND SOME CLINICAL AND SUBCLINICAL INDICES IN PATIENTS WITH CHRONIC HEART FAILURE

Objectives: To investigate the level of serum soluble ST2 (sST2) and its association with some clinical and subclinical indices in patients with chronic heart failure (HF). Methods: A prospective cohort study was performed on 116 patients diagnosed with chronic HF at the Cardiology Department, Military Hospital 103, Hanoi and Cardiology Department, 19-8 Hospital - Ministry of Public Security, Hanoi, Vietnam, and 40 control patients at General Health Examination Department, Military Hospital 103, Hanoi from November 1, 2019 to September 30, 2022. Serum sST2 was measured using an enzyme-linked immunosorbent assay. Results: The mean age (± standard deviation) of patients with chronic HF was 68.3 (± 15.9) years, with 57.8% of the total patients who showed their age was > 65 years. The median serum sST2 level in the group of patients with chronic HF (median: 5.89 ng/mL) was significantly higher than those in the control group (median: 2.39 ng/ml) (p < 0.05). Serum sST2 level increased as LVEF decreased, with the highest level in HF with reduced EF patient group, followed by HF with mildly reduced EF, and HF with preserved EF groups. Serum sST2 level had a significant, positive correlation with heart rate in chronic HF patients. The serum sST2 level in the group of NYHA class IV was significantly higher than those in the group of NYHA class III and II (p < 0.05). Conclusion: The level of serum sST2 increased in chronic HF patients. Serum sST2 level associated with left ventricular ejection fraction, and NYHA classification in chronic HF patients.

Peer-Tutor Assisted Problem-Based Learning Model on Mathematics Critical Thinking

The mid-semester summative mathematics results stated that grade IV students needed remedial because the ability to solve problems was still low, indicating low critical thinking skills. Based on observations, this occurs because of the need for more interaction that activates students, and the learning process does not invite students to solve problems. The application of learning models affects the improvement of critical thinking skills and being able to activate learning. This study aimed to analyze the significant effect of the Peer Tutor assisted model on the Ability to Think Critical Mathematics in Grade IV Elementary School. This type of research used quasi-experimental (quasi-experimental) with a nonequivalent posttest-only control group design. The research population was ten groups of class IV elementary schools in Cluster IV. Determination of the sample using a random sampling technique with 2 groups, namely experimental and control. The data collection method is a description test method of 6 items. Data analysis was carried out descriptively and inferentially. This study's results are the experimental group's average posttest score, 90.20, and the average posttest score of the control group, 52.94. So, the average post-test score of the experimental group is greater than the control group. The results of the hypothesis show a significant effect of the peer tutor-assisted model on the critical thinking skills of students in grade IV elementary school. It was concluded that the peer tutor-assisted model significantly improves critical thinking skills in mathematics.

Composition of Bhargava’s cubes over number fields

In this paper, the composition of Bhargava’s cubes is generalized to the ring of integers of a number field of narrow class number one, excluding the case of totally imaginary number fields. The exclusion of the latter case arises from the nonexistence of a bijection between (classes of) binary quadratic forms and an ideal class group. This problem, together with a related mistake in another paper of the author, is addressed in the appendix.

Two simultaneous actions of big mapping class groups

We study two actions of big mapping class groups. The first is an action by isometries on a Gromov-hyperbolic graph. The second is an action by homeomorphisms on a circle in which the vertices of the graph naturally embed. The first two parts of the paper are devoted to the definition of objects and tools needed to introduce these two actions; in particular, we define and prove the existence of equators for infinite type surfaces, we define the hyperbolic graph and the circle needed for the actions, and we describe the Gromov-boundary of the graph using the embedding of its vertices in the circle. The third part focuses on some fruitful relations between the dynamics of the two actions. For example, we prove that loxodromic elements (for the first action) necessarily have rational rotation number (for the second action). In addition, we are able to construct non-trivial quasimorphisms on many subgroups of big mapping class groups, even if they are not acylindrically hyperbolic.

The imperialism-education nexus in the context of contemporary globalisation: the accounting textbooks adopted in Indonesia

ABSTRACT This paper examines accounting textbooks used in Indonesia to understand the imperialism-education nexus in the contemporary setting. The study is informed by the critical lens of postcolonial theory. In particular, the notions of mimicry and hybridity, comprador class and silencing subaltern groups have been used to shed light on the effect of cognitive imperialism on accounting education in Indonesia. The analysis is also guided by Asia as Method to situate the study into its contextual spheres. Pursuing this, the study conducted interviews with individuals involved in the production of accounting textbooks and accounting educators. Insights from the interviews reveal that through mimicry, the legacy of colonisation has continually manifested in Indonesian accounting education. The training of accountants has continued to use ‘instruments’ central to the development and perpetuation of the perceived superior ethical values. This process is advanced and disciplined by the comprador class who actively promote the superiority of capitalism, while also assisting them to suppress the alternatives that are more aligned with the local based-entities. This situation has influenced the majority of our participants whereby they have considered the traditional accounting logic as the nature of the subject.

Effective finite generation for $[\mathrm{ IA}_n,\mathrm{ IA}_n]$ and the Johnson kernel

Let \mathrm{ IA}_n denote the group of \mathrm{ IA} -automorphisms of a free group of rank n , and let \mathcal I_n^b denote the Torelli subgroup of the mapping class group of an orientable surface of genus n with b boundary components, b=0,1 . In 1935, Magnus proved that \mathrm{ IA}_n is finitely generated for all n , and in 1983, Johnson proved that \mathcal I_n^b is finitely generated for n\geq 3 . It was recently shown that for each k\in{\mathbb N} , the k -th terms of the lower central series \gamma_k \mathrm{ IA}_n and \gamma_k\mathcal I_n^b are finitely generated when n\gg k ; however, no information about finite generating sets was known for k>1 . The main goal of this paper is to construct an explicit finite generating set for \gamma_2 \mathrm{ IA}_n = [\mathrm{ IA}_n,\mathrm{ IA}_n] and almost explicit finite generating sets for \gamma_2\mathcal I_n^b and the Johnson kernel, which contains \gamma_2\mathcal I_n^b as a finite index subgroup.

Brauer-Manin obstructions on hyperelliptic curves

We describe a practical algorithm for computing Brauer-Manin obstructions to the existence of rational points on hyperelliptic curves defined over number fields. This offers advantages over descent based methods in that its correctness does not rely on rigorous class and unit group computations of large degree number fields. We report on experiments showing it to be a very effective tool for deciding existence of rational points: Among a random samples of curves over Q of genus at least 5 we were able to decide existence of rational points for over 99% of curves. We also demonstrate its effectiveness for high genus curves, giving an example of a genus 50 hyperelliptic curve with a Brauer-Manin obstruction to the Hasse Principle. The main theoretical development allowing for this algorithm is an extension of the descent theory for abelian torsors to a framework of torsors with restricted ramification.

On a question of Nori: Obstructions, improvements, and applications

This article concerns a question asked by M. V. Nori on homotopy of sections of projective modules defined on the polynomial algebra over a smooth affine domain R. While this question has an affirmative answer, it is known that the assertion does not hold if: (1) dim(R)=2; or (2) d≥3 but R is not smooth. We first prove that an affirmative answer can be given for dim(R)=2 when R is an F‾p-algebra. Next, for d≥3 we find the precise obstruction for the failure in the singular case. Further, we improve a result of Mandal (related to Nori's question) in the case when the ring A is an affine F‾p-algebra of dimension d. We apply this improvement to define the n-th Euler class group En(A), where 2n≥d+2. Moreover, if A is smooth, we associate to a unimodular row v of length n+1 its Euler class e(v)∈En(A) and show that the corresponding stably free module, say, P(v) has a unimodular element if and only if e(v) vanishes in En(A).

The Guided Inquiry Learning Model Aided by Audiovisual Media Improves Students' Mathematics Learning Outcomes

The low student mathematics learning outcomes are due to the teacher's lack of ability to apply appropriate learning models and media in teaching and learning activities. This research aims to discover the differences in mathematics learning outcomes between the experimental class group by applying the guided inquiry learning model assisted by audiovisual media and the control class group, which applies the conventional learning model in third-grade elementary school. This research belongs to the type of quasi-experimental research. The population in this study were all third-grade elementary school students, totaling 97 students. Sampling in this study was carried out using random sampling techniques or random sampling. The number of samples in this study was 60 third-grade elementary school students. Data collection uses a learning achievement test as an objective instrument; the test is given individually to determine student learning outcomes. This objective test contains 15 questions with answer choices a, b, and c. The research data were then analyzed using descriptive analysis techniques, which included the mean, mode, median, and standard deviation using IMB SPSS Software 25. The results of the data analysis showed that there was an influence of the assisted guided inquiry learning model. Audiovisual media on the mathematics learning outcomes of third-grade elementary school students. It was concluded that the guided inquiry learning model assisted by audiovisual media can improve the learning outcomes of elementary school students.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.

Kontribusi Minat Baca dan Motivasi Belajar Terhadap Kemampuan Menulis Siswa Sekolah Menengah Atas

The aim of this study was to measure the contribution of learning motivation and reading interest to the skills of writing descriptive texts for high school students in Padang City. This type of research is quantitative research through the correlation method. The research population was high school students in the city of Padang as many as 85 people consisting of 3 class groups. The research sample was taken by using total sampling technique. Data collection on reading interest and learning motivation was carried out using a questionnaire technique in the form of a closed questionnaire, while data on the ability to write descriptions was obtained using a test technique in the form of a text description writing performance test. Data analysis was performed with the Pearson Product Moment (PPM) correlation test, multiple correlation tests through the F test and t test. The results of the study show that, first, reading interest contributes to students' skills in writing descriptive text. Second, learning motivation contributes positively to students' writing skills. Third, interest in reading and motivation to learn together contribute to students' skills in writing text descriptions.

Motion Groupoids and Mapping Class Groupoids

Here {underline{M}} denotes a pair (M, A) of a manifold and a subset (e.g. A=partial M or A=varnothing ). We construct for each {underline{M}} its motion groupoidtextrm{Mot}_{{underline{M}}}, whose object set is the power set {{mathcal {P}}}M of M, and whose morphisms are certain equivalence classes of continuous flows of the ‘ambient space’ M, that fix A, acting on {{mathcal {P}}}M. These groupoids generalise the classical definition of a motion group associated to a manifold M and a submanifold N, which can be recovered by considering the automorphisms in textrm{Mot}_{{underline{M}}} of Nin {{mathcal {P}}}M. We also construct the mapping class groupoidtextrm{MCG}_{{underline{M}}} associated to a pair {underline{M}} with the same object class, whose morphisms are now equivalence classes of homeomorphisms of M, that fix A. We recover the classical definition of the mapping class group of a pair by taking automorphisms at the appropriate object. For each pair {underline{M}} we explicitly construct a functor {textsf{F}}:textrm{Mot}_{{underline{M}}} rightarrow textrm{MCG}_{{underline{M}}}, which is the identity on objects, and prove that this is full and faithful, and hence an isomorphism, if pi _0 and pi _1 of the appropriate space of self-homeomorphisms of M are trivial. In particular, we have an isomorphism in the physically important case {underline{M}}=([0,1]^n, partial [0,1]^n), for any nin {mathbb {N}}. We show that the congruence relation used in the construction textrm{Mot}_{{underline{M}}} can be formulated entirely in terms of a level preserving isotopy relation on the trajectories of objects under flows—worldlines (e.g. monotonic ‘tangles’). We examine several explicit examples of textrm{Mot}_{{underline{M}}} and textrm{MCG}_{{underline{M}}} demonstrating the utility of the constructions.

The 2-Class Group of Certain Families of Imaginary Triquadratic Fields

ABSTRACT Our goal in this paper is to compute the 2-rank of the class group of the fields K = ℚ ( − 2 , q , d ) \[\mathbb{K}=\mathbb{Q}\left( \sqrt{-2},\sqrt{q},\sqrt{d} \right)\] for any odd positive squarefree integer d and any prime integer q ≡ 5 (mod 8). Furthermore, we give the list of these fields whose 2-class groups are trivial, cyclic, of type (2, 2), (2, 4) or (2, 2, 2).

Learning Electric Circuits Using the STEM Approach to Improve Scientific Thinking Skills and Practice

This study aimed to determine the effectiveness of using the STEM approach in learning direct electric circuits to achieve high school students' scientific and practical thinking skills. This research is a quasi-experimental method. This study used two class groups, namely the experimental class and the control class, with the experimental class being the class group that received the STEM learning treatment. In contrast, the control class was the class group that only received the immediate learning model treatment. The research design uses a non-equivalent control group design. The research was carried out in the even semester of 2021-2022 and the place of this research was one of the schools in Serang City, Banten province. The sample consisted of two classes; one class was given the learning treatment with the STEM approach, which served as the experimental class, and the other class received no therapy and functioned as the control class. Each course has 40 students, including 20 male and 20 female students. The average age of students is 17 years. The instrument used in this study was in the form of 10 essay questions. This question covered electric current circuit material with indicators of scientific thinking ability and practice. The instrument used in this study was in the form of 10 essay questions. This question covered electric current circuit material with indicators of scientific thinking ability and practice. The data obtained after the research will be analyzed using N-Gain data analysis. The N-gain result in the experimental class was 0.67, while the control class was 0.46. The N-Gain results of the two types show the same category, namely the good category. However, the N-gain results from the experimental class show a value greater than 21% than the control class. These results prove that learning electric circuits using STEM is more effective than learning directly. The implications of this research are 1) It can foster an understanding of the relationship between the concept of electric circuits with practical skills in assembling electric current circuits, 2) Arouse students' curiosity and activate creative imagination and critical thinking, 3) Help students to understand and experiment with the scientific process.

PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING BERMEDIA VIDEO PEMBELAJARAN TERHADAP HASIL BELAJAR SUBTEMA BERSYUKUR ATAS KEBERAGAMAN

This study aims to determine the effect of the Problem Based Learning model with learning media on learning outcomes in the sub-theme of gratitude for diversity in fourth grade students of Nenggewer 01 State Elementary School, Cibinong District, Bogor Regency. This type of research is a quasi-experimental. The population consists of classes IV-A and IV-B consisting of 58 people. The research was conducted three times in each class group. Sampling was done by simple random sampling technique. Research data were collected using a pretest and a posttest. Data analysis was carried out with the n-gain test, normality test, and homogeneity test as a prerequisite test before testing the hypothesis (t test). the results of data analysis obtained t-count (4.907) > t-table (2.0034) for a significance of 5%. Based on the test criteria, then H0 is rejected and Ha is accepted. Based on the results of these studies, it can be concluded that there is an effect of the Problem Based Learning model on learning outcomes.

Teachers’ Professional Development and Pedagogical Shift towards Dialogic Teaching in Malaysian Lower Secondary ESL Classrooms

This study reports on teachers’ pedagogical changes upon attending a professional development programme. In supporting learners of a second language (L2), dialogic teaching was emphasised as an intervention programme in Malaysian lower secondary ESL classrooms. Dialogic teaching is a pedagogical approach that focuses on the importance of classroom talk in constructing knowledge collectively (Alexander, 2018). This study explored the perceptions of four rural L2 teachers who were participants in a professional development on dialogic teaching and investigated their classroom practices using the approach. The study was qualitative in nature which comprised four individual semi-structured interviews and nine classroom observations for the data collection. The case study method was employed to boost the reliability of the interview findings in which three of the teachers’ classes were observed, video-taped, transcribed, and analysed to identify the dialogic features prevalent in the teachers’ discourse pattern. The findings of this study indicated that the teachers perceived dialogic teaching as a meaningful interactive discourse structure that facilitated L2 learning and, to an extent, demonstrated a pedagogical shift that took advantage of the dialogic teaching principles and talk repertoire introduced during the professional development. Dialogic teaching strategies such as whole class and small group discussions increased the participation and engagement of students which led to better student outcomes. The teachers had acquired the skills of questioning to facilitate talk amongst the students. Nevertheless, the teachers were challenged with issues of students’ proficiency that obstructed their effective intervention process. The findings have key pedagogical implications in terms of teacher discourse patterns and for further investigation on the enactment of dialogic teaching in facilitating second language.

Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

School inclusion in Italy, since its beginnings, opens up the complex issue, not without controversy, of teacher for educational support, defined as specialised if in possession of specific training. It is a profession that, even today, is compromised by representations, opinions, perceptions, and dichotomous postures among curricular and specialised teachers, by cultural resistance and by critical nodes in the co-construction of alliances with families and the territory and among teachers. Aspects that inevitably affect the knowledge and practices of inclusion and equity, the integrated management of the class group and, not secondarily, the involvement of families in their children’s life project. These peculiar elements will be discussed by analysing some of the results of a research-training project involving specialised teachers during their university training and after taking up their posts at school.

Participatory Civic Skill Enforcement through Classroom Community Partnership Learning

Improvement of the process of growth and development needs to be followed by efforts. Researchers highlight the process of growth and development of adolescents. This study aims to posit the strengthening of students' participatory civic skills in the use of the classroom community partnership learning model which results in active interaction between students in implementing good and intelligent citizenship attitudes. This research was conducted using the research and development research method with the results 1) The application of the classroom community partnership learning model was effectively used in strengthening the civic participation attitude of students to have a sense of ownership between class groups and improving the character of students. 2) students have a sense of openness and concern for each other through good attitudes in community groups in the classroom.

Innovation Online Learning for Islamic Education in Madrasah

This article discusses learning design, learning models and learning management of e-Learning-based Islamic Religious Education during the Covid-19 pandemic. This research is descriptive qualitative. The primary data source of this study was Islamic Education (PAI) teachers, and secondary data sources in this study were school profile data and Islamic Religious Education learning tools. Data collection techniques using interviews, observation and documentation. Data analysis techniques use the stages of data reduction, data presentation and conclusion. The research results are, first, the learning design of the Dick and Carrey model by carrying out ten stages. Second, the e-learning-based Islamic Education learning model is a web course, a learning process that uses the internet. The teacher goes through several stages, namely: (a) planning, (b) implementation, e-learning based Islamic Education learning is carried out in the WhatsApp class group, (c) evaluation, the teacher evaluates during the learning process through discussions and at the end of learning in the form of assignments. Third, in realizing maximum online learning, madrasas form an EFH learning management team consisting of principals, managers, editors, teachers, homeroom teachers, counsellors and parents who have their respective roles.

Invariant subalgebras of von Neumann algebras arising from negatively curved groups

Using an interplay between geometric methods in group theory and soft von Neuman algebraic techniques we prove that for any icc, acylindrically hyperbolic group Γ its von Neumann algebra L(Γ) satisfies the so-called ISR property: any von Neumann subalgebraN⊆L(Γ)that is normalized by all group elements in Γ is of the formN=L(Σ)for a normal subgroupΣ◁Γ. In particular, this applies to all groups Γ in each of the following classes: all icc (relatively) hyperbolic groups, most mapping class groups of surfaces, all outer automorphisms of free groups with at least three generators, most graph product groups arising from simple graphs without visual splitting, etc. This result answers positively an open question of Amrutam and Jiang from [2].In the second part of the paper we obtain similar results for factors associated with groups that admit nontrivial (quasi)cohomology valued into various natural representations. In particular, we establish the ISR property for all icc, nonamenable groups that have positive first L2-Betti number and contain an infinite amenable subgroup.